Author:
Russel Van Brocklen
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Date Posted: 08:59:04 02/10/11 Thu
In reply to:
Karen Engel
's message, "becoming your student's advocate" on 11:52:51 02/08/11 Tue
I would respectfully disagree, the teacher asking your former dyslexic student to read aloud in class, on subject matter that he does well in, should be encouraged as much as possible. Please note that this is for academic material that dyslexic students do well in, and not material where they struggle.
By this very strategy, it slowly builds up this “resilient” that you speak about is one of the greatest strength that dyslexic students can build up slowly, during their K-12 education.
At dyslexiaconsultants.com, in partnership with the Research Foundation of The State University of New York, we have created advanced reading and writing programs to bring college bound dyslexic high school students reading and writing skills to the college level very quickly and economically. This “resilient” is critical to the success of these programs, as is stress.
In particular, in the advanced reading program we created, stress is a fundamental part of the program. In this program we have the dyslexic student read such advanced reading material that a large percentage of persons with Master’s degrees cannot read it.
By placing the dyslexic student in a controlled, stressful environment, this “resilient”, in part, pushes the student to complete the assigned tasks. The result of this, under ideal circumstances, is that dyslexic student cannot read advanced college material in a matter of 50 hours of instruction.
If I can be of any assistance, please contact me at:
http://www.dyslexiaconsultants.com/contact-us.html
Regards,
Russel Van Brocklen
Editor
http://www.dyslexiaconsultants.com/
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